A Nation Deceived: How Schools Hold Back America's Brightest Students. The Templeton National Report on Acceleration. Volume 2.

By N. Colangelo, S. Assouline, Miraca U. M. Gross. 2004

408 citations recorded by the source corpus.

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Citations in the corpus

The Efficacy of Academic Acceleration for Gifted Minority Students (2010, background): “Almost none of the research on acceleration to date has been conducted with low-income or minority students exclusively or with samples containing large numbers of these students in contrast to substantial studies on acceleration involving nonminority students (Colangelo et al., 2004; Gross, 2003; J”
Spatial ability and STEM: A sleeping giant for talent identification and development (2010, background): “, chemistry, English, and mathematics) in three weeks at summer residential programs for intellectually precocious youth; yet, those scoring 700 or more (top 1 in 10,000), can assimilate at least twice this amount (Benbow & Stanley, 1996; Colangelo et al., 2004; Stanley, 2000).”
Accomplishment in Science, Technology, Engineering, and Mathematics (STEM) and Its Relation to STEM Educational Dose: A 25-Year Longitudinal Study (2010, background): “When coupled with other findings on individual differences in outcomes between the modestly gifted and the profoundly gifted (Benbow & Stanley, 1996; Colangelo et al., 2004; Lubinski, Webb, Morelock, & Benbow, 2001; Park et al., 2007, 2008; Stanley, 2000), these findings suggest that future…”
Is there still a need for gifted education? An examination of current research (2010, methodology): “A large body of research supports the finding that various forms of acceleration result in higher achievement for gifted and talented learners (Colangelo et al., 2004; Rogers, 1991).”
Spatial Ability: A Neglected Dimension In Talent Searches For Intellectually Precocious Youth (2007, background): “This leaves a gap in our knowledge and contributes to a gap in practice (Benbow & Stanley, 1996; Colangelo et al., 2004).”
Spatial ability for STEM domains: Aligning over 50 years of cumulative psychological knowledge solidifies its importance. (2009, background): “…difference between all four grades and the 9th-grade sample for the respective correlations for mathematical, spatial, and verbal abilities was less than 0.03 correlational units. in their programs, and some even require scores in the top 0.5% (Benbow & Stanley, 1996; Colangelo et al., 2004).”
From Terman to Today (2016, background): “The conference spawned “A Nation Deceived” (Colangelo et al., 2004), entitled to throw light on the extent of neglect and misinformation (see TIME Magazine, September 27, 2004).”
The Socioaffective Impact of Acceleration and Ability Grouping (2007, background): “The reasons given often have to do with concerns about the potential for social or emotional harm to students (Colangelo et al., 2004; Southern, Jones, & Fiscus, 1989).”
Ten Commandments for Academic Talent Development (2007, background): “Borland (1989) summarizes that conundrum as follows: “Acceleration is one of the most curious phenomena in the field of education.”
The Effects of Acceleration on High-Ability Learners: A Meta-Analysis (2011, methodology): “These forms were determined based on three information resources: (a) the descriptions of the 18 forms of acceleration provided by Colangelo et al. (2004) in A Nation Deceived: How Schools Hold Back America’s Brightest Students, (b) the terms used by the authors in the primary studies, and (c) the…”